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Good requirements are an essential prerequisite for successful IT projects. Consequently, IT students should already be exposed to requirements-related intricacies at universities. Some authors argue that requirements engineering education should include an external customer for making things more tangible and realistic. In this paper, we present and analyze two learning settings involving such a customer that we used at our universities for several years.
The main contribution of this paper lies in identifying significant differences in how customers may be involved in requirements engineering education. Although the two settings look quite similar at first sight, a detailed analysis reveals important differences that are rooted in different intended learning outcomes. Consequently, there is no single "ideal" setting, not even for involving a customer in requirements engineering education, which stands out against the others. Besides, no such setting may be used as a best practice right away without paying crucial attention to the context and, in particular, the underlying intended learning outcomes.
Scrum LPC
(2021)
To foster students´ agile process of learning in team and to pervade their own self-regulated and self-reflecting thriving process by value-based Scrum Learning Process Coaching is the motivation of the author as researcher and practitioner in both software engineering and other STEM-education. This article describes the introduction the most famous Framework Scrum as an agile methodology, partic-ular with regard to increase awareness of values. As a first step, it appears rele-vant to find out whether there exists a positive effect on the learning outcomes of participants in value-based scrum and what are the impacts of value-based sup-port. The research question is as follows: Do team values in the frame of value-based Scrum Learning Process Coaching influence the performance of the stu-dents’ team? In order to answer the question an experimental study was conduct-ed with students in German higher education of Software Engineering (N=78). The research is qualified by using mixed methods. The authors use both ques-tionnaires of the Team Climate Inventory for value education in teamwork and semi-structured interviews. Therefore, we research the impacts of using value-based Scrum Learning Process Coaching as a framework of agile self-regulated and more self-motivated learning. The results show that groups with dedicated values benefit from their intensive teamwork with higher performance and better grades. This study consider many articles describing the use of scrum teaching in Software Engineering establishing a virtual or real capstone project. However, there is no awareness, that Scrum Framework could be a sustainable self-development tool for an agile thriving mindset.
The interest in agile concepts for teaching and learning as well as in introducing methods from industry into education in general and the Scrum approach in particular has increased in the last decades. The purpose of the structured literature review is to explore the hitherto existing Scrum activities in higher education environment. In this context, the author would like to find out whether the hypothesis can be formulated that the learning experience of mastering Scrum improves the agile learning process of the students if individual Scrum Learning Process Coaching (LPC) can be used to harmonize the personal learning strategies and to foster the self-regulated learning. Although the findings promote the essential Scrum skills and practices, the analyses of the Scrum implementation variants used as a well-planned instructional designs and didactical approaches lack insights for a sustainable effect on the students´ individual process of learning. Subsequently, several research gaps are identified that requires a research concept of Design-based Research.
The Systematic Literature Review (SLR) gives an overview to the readers who are interested in starting or improving Scrum Education not only in the field of higher engineering education. The author provides insights into how Scrum teaching can arise, because it seems to be currently an experimental approach and the conclusions were not so satisfying. Therefore, the sources of the structured literature research allow us to identify the most important categories for didactical approaches for the use of Scrum. The result of the SLR should be to gain insights into the technical and didactical approach of Scrum and its required elements of values, principles, events, artifacts and roles, techniques and tools, especially for retrospectives, which have currently been described by scholars and practitioners. It serves as part of the research agenda to provide further analysis steps as input for Scrum as a learning process coaching in the STEM education context by answering the following questions: Which Scrum Framework components are used in the teaching and learning setting? Do the described application scenarios strengthen certain soft skills of students? How could we organize, introduce and connect the agile methodology Scrum with respect to their application in the higher education environment?
All these new research results can be related to a subsequent Scrum LPC domain concept by formulating the following research questions: What are the prime categories of the Scrum settings in education context, according to published literature? What Scrum challenges have been reported in Scrum-oriented didactical approaches, in general? What are the existing success factors to cope with Learning Process Coaching in general, as per educational Scrum literature? Only the first research question can be published here due to the limitation of characters and pages.
The searching procedure is conducted in nine databases. The search strings and their descriptions are “Scrum” - the dedicated and mostly mentioned word is the expression for the methodology for “Agile” and “Education” as inclusion of schools, universities and other educational institutions as well as various training and consulting services and “Coaching” which is the all-encompassing term for service-based guidance. The publication year was from 01/2015 to 03/2020. From 598 selected papers, 12 papers deliver a valuable approach.
Support prospect of success in mathematics for first-year students in engineering by early feedback
(2020)
Providing students with the necessary mathematical skills is a growing challenge in German engineering degree courses. This is due to manifold mostly pre-university reasons, for example, inadequate or heterogeneous secondary education in Germany. Preparatory courses, a common remedy offered by many universities, often turn out to lack the expected effect. However, implying an early, mandatory test that scans the basic mathematical skills defined as entrance standard, showed positive results, as it detects the individual knowledge gaps of first-year students and motivates them to take action. For this purpose, we coupled the test with detailed, individual feedback and a cluster of affiliated support offers - preparatory to the test as well as attendant to the first year. Being mandatory, the test already pushes more students in our preparatory math courses. Whereas its detailed, individual feedback enables students to choose among the subsequent support offers and to cope with remaining gaps. The support offers range from transition workshops, co-learning tutorials, an online exercise platform, video tutorials up to conventional worksheets and consultation hours. This setup of mandatory test, early and detailed feedback and versatile supporting offers, tackling the missing skills, significantly increased the success in the basic mathematics and mathematics dependent modules of our engineering bachelor courses. In the process, this setup generates several additional, statistical outcomes, like a rating of the different German pre-university school systems, which helps to further work on measures dealing with the decreasing skills of beginners.
The article proposes to determine, discuss and qualify how the Framework Scrum Higher Education - based on the original Framework Scrum Version 2017 - supports teachers and students to recognize the difficulties and challenges related to the intended learning outcome and the missing motivation of students' learning process. The study aims to answer several research questions, e.g. what is the effect of a value-based framework and the intervention by a Scrum Master on students' agile and critical performance in teamwork? The team performance was diagnosed by applying a set of tools to measure the capacity for teamwork. The evaluation confirms that agile and collaborative adaption of Scrum for Higher Education improves the self-learning process, self-motivation and self-emotion for the learner. Especially the event Sprint-Retrospective with the tailor-made framework for the Definition of Flow plays a key role and the Scrum Master gets a chance for solution-focused coaching in a convenient phase of reflection. The paper shows empirical results of a quantitative survey, which analyses quality criteria of teamwork during the sprints of the Scrum Framework. As an agile method of learning, students figured out their own learning and team working obstacles by using the solution-focused coaching.
Geragogische Forschungs- und Entwicklungsvorhaben im Kontext lebensbegleitenden Lernens streben zunehmend nach einer Strategie-, Modell- und Strukturbildung, um technologiegetriebenen Herausforderungen der Praxis effizient und effektiv begegnen zu können. Dabei auch die Aufmerksamkeit auf biografisch angeeignete Ambivalenzen seitens Pflegender und Pflegebedürftiger in Bezug auf den Einsatz von digitaler Technik zu richten, kann einen Prozess des Lernens anregen, der durch Selbstlernkompetenz zu erhöhter Selbstwirksamkeit sowie Identitätsbildung einerseits und Technikwirksamkeit andererseits führt. Sensibilität für Ambivalenzen zu entwickeln, stellt neben anderen Fähigkeiten und Fertigkeiten eine wichtige Kompetenz für alle Beteiligten eines Pflegesettings im häuslichen Umfeld dar. Dies gilt sowohl für wissenschaftlich arbeitendes als auch für pflegerisch tätiges Klientel. Die individuellen Lernaufgaben (selbst-)reflexiv wahrzunehmen und souveräne Selbstbestimmung zu leben, begünstigen das erstrebenswerte Ziel einer Gesundheits- und Alter(n)skompetenz. Ein mögliches Gedeihen-Modell wird hier vorgestellt.
Im Rahmen einer Masterarbeit wird der Zusammenhang zwischen einer Online-Übung zur strukturierten Testfallermittlung, implementiert in einer Lehr-Lern-Plattform, und ihrer motivierenden Wirkung auf Informatik-Studierende untersucht. Dabei werden skalierte Lösungshinweise für das individuelle Einüben der strukturierten Testfallermittlung geliefert, die während der Präsenzlehre nicht im notwendigen Umfang geleistet werden können. Die Online-Übung führt dabei schrittweise an die strukturierte Bearbeitung der Testfallermittlung heran und bietet durch qualifiziertes Feedback Hilfestellungen beim Erlernen an. Erstmals im Sommersemester 2016 wurde die Online-Übung eng verzahnt mit der Präsenz-Übung eingesetzt
und mit Lehrenden und Studierenden evaluiert. Letztere zeigten durch die Online-Übung eine höhere Motivation, sich mit dem Lerngegenstand auseinanderzusetzen. Für Lehrende vereinfacht das in der Online-Übung verwendete Schema die Einführung in das Thema.
“Perfekte Requirements Engineers” – Ansatz einer Kompetenzanalyse zur Bestimmung des Lehrumfangs
(2014)
Welche fachlichen und überfachlichen Kompetenzen sollte eine
Absolventin oder ein Absolvent der (Wirtschafts-)Informatik haben, wenn sie oder er der zukünftigen Aufgabe eines Requirements Engineers gewachsen sein möchte? Die vorliegende systematische Analyse von zahlreichen Basiskompetenzen birgt die Möglichkeit, einen Entwicklungsdialog zu führen. Stimmige und geeignete Lehr- und Lernarrangements mit passgenauen Rahmenbedingungen sollen die Lehrenden für das gewünschte Kompetenzprofil sensibilisieren und Motivation zum Lehrprozess erzeugen. Das analytische und Erfahrungsbasierte Vorgehen wird anhand ausgewählter Experimente erprobt, untersucht und bewertet.
ask-based Programming Learning (TBPL) is an approach which is based on ideas of Task-based Language Learning in second language acquisition. It can use output-prompting and input-providing tasks. This paper describes the theoretical background and methodical aspects of the input-providing TBPL variant and its implementation in higher education courses. The approach was implemented and evaluated in five different programming courses from both students (N=165) and lecturers (N=4). It became clear that the TBPL-approach has several positive aspects and that it can serve as a valuable instrument for learning and teaching programming in higher education.